In order to allow students to learn at their own pace and to give them more student talking time during the lesson, the implementation procedure would be as follows:
Step 1. At the end of the previous lesson, students are provided the link to the video and are asked to watch the video and learn the alphabet for the next lesson.
Step 2. At the beginning of this lesson, the lecturer plays the video for the whole class, but with no sound, for students to say the letters and words out loud. If necessary, the lecturer pauses the video after each letter and word, so as to allow time for the class to say the words.
Step 3. The lecturer plays the video one more time, still without sound and in chain, each student says one letter and word. If students struggle, the lecturer helps with pronunciation.
Step 4. Students are asked to think of one word in Swedish they learnt in the previous lessons and in turns, they spell out their word while their colleagues write it on their notebooks and say what the word is. As this is a beginner level, the lecturer should write the words on the board to make sure everybody is following.
Step 5. Students revise and practise the basic structures learnt in the previous lessons as well as the new question “How do you spell that?” by means of a roleplay activity, in which they make up new names and surnames and places of origin.
1. If during steps 2 and 3, the students are finding it hard to pronounce the letters and words, more time should be allocated to watching the video again, eventually with sound, and the lecturer should also help by repeating them as well.
2. If used within very specific degree courses, students may be asked to look at their textbook or even on an online bilingual dictionary to find and spell words related to their particular area. This is a good way for them to learn new words in their area while practising pronunciation.